Didactics and Epistemology of Chemistry II
- UE code SAGRM207
-
Schedule
30Quarter 2
- ECTS Credits 3
-
Language
Français
- Teacher Dehon Jérémy
At the end of the course, the student will be able to
- Identify and use the major concepts in science or chemistry education research seen during the course: didactic transposition, scientific knowledge, school knowledge, chemistry triplet, levels of knowledge.
- Organise and justify a teaching/learning plan for ten given chemistry concepts, relating to the 4th, 5th and 6th year of secondary education (general AND qualifying orientation);
- Define a chemistry concept using the levels of knowledge
- Give concrete examples of contextualised situations adapted to the concepts of chemistry in the second and third degrees of general and qualifying education
- Describe, criticise and/or justify a teaching method used to teach one of the chemistry concepts covered during the course.
- Solve a stoichiometric problem using methods learned in class
- Describe the difficulties experienced by students in relation to the chemistry concepts covered in the course (4th to 6th year)
- Recognise, distinguish and predict the conditions for carrying out a redox/acid-base reaction
- Propose a teaching-learning approach incorporating the STEAM aspects covered in the course
- Recognise an OQHERIC approach, an inquiry-based method and suggest ways of transforming a given approach into an inquiry-based method
The objectives of this course are
• to prepare students to teach chemistry in secondary schools in relation to the school curriculum
• to construct learning sequences (theory, exercises and practical work)
• develop and critique methodologies for learning chemistry
• describe and identify the main epistemological trends in sciences
• identify the main difficulties encountered by students in teaching chemistry and provide appropriate didactic solutions
• to observe and analyse the practices of chemistry and experimental science teachers in secondary schools;
The course includes :
• An exploration of current and future chemistry curricula and syllabuses in high school and university ;
• An upgrade in the mastery of the knowledge to be taught;
• An analysis of classical didactic devices related to process teaching-learning (focus on 5th and 6th year courses);
• A reflective review of the didactic difficulties encountered during the teaching practice;
• A critical approach to inquiry in the classroom;
• A presentation of the main epistemological currents applied to chemistry, and their consequences on students' conceptions;
• An analysis of the specific constraints of evaluations in science, including external evaluations;
The evaluation of the EU will be based on two tests:
1. A critical analysis and improvement of a preparation designed and implemented during the courses: 50% of the final mark;
2. A written examination at the end of the second term. It will focus on the knowledge and skills associated with the didactics course: 50% of the final mark;
A list of bibliographic references will be available on the Webcampus platform
Training | Study programme | Block | Credits | Mandatory |
---|---|---|---|---|
Master 120 en sciences chimiques, à finalité didactique | Standard | 0 | 3 | |
Agrégation de l'enseignement secondaire supérieur, groupe sciences chimiques | Standard | 0 | 3 | |
Agrégation de l'enseignement secondaire supérieur, groupe sciences chimiques | Standard | 1 | 3 | |
Master 120 en sciences chimiques, à finalité didactique | Standard | 2 | 3 |